Rational: Diagraphs is a group of letters that represent only one
sound. In this lesson, the students will learn the correspondence
th = /th/ and will learn how
to use th in their own writings.
Materials: the poem, "This and That: Sound of /th/" lined chart paper, lined
paper for each child, a couple of markers, and a worksheet containing
the words; with, path, thing, cloth, think and thank.
Procedures: 1. I will begin by introducing the
lesson. "We have a special correspondence today. It is two
letters that make only one sound. These letters are good friends
and they work together to make the sound /th/.
2. I will quickly review our short vowel sounds from previous lessons
as they will appear in some of our examples we will use to review the
th correspondence. I will give the children some examples of
words containing the short a
vowel, short e, short o , short i and short u. "What vowel sound do you
hear in the word, last? What vowel do you hear in slim?
What about pet, pot and bug? Now I can introduce a new
correspondence th=/th/.
3. Tell the children, the correspondence th is special because it
works as a team. The T
and the H work together and
they make the sound /th/.
If you use this sound in front of every word it sounds like you are
baby talking. Lets try this together. Babies suck their
thumbs, so every time you hear the /th/
sound I want you to pretend to suck your thumb like a
baby.
4. I will then give the children this tongue twister; This baby
thinks that things are thought on Thursdays. After the children
have identified the th sounds
in this tongue twister I will go on and ask the children to help me
stretch out the th sounds in the twister.
5. Allow the children to practice listening for the /th/ sound. Some example
words will be given and the children will be asked to decide which word
contains the /th/
sound. Model the first example. "Let me see, do I hear the /th/ in this or what? I'm
going to stretch out the words so I can listen carefully. ttthhhiiisss, wwwhhhaaattt. I hear /th/ in this." Now begin
asking the children to stretch out the examples to decide which words
contain /th/. "Do you
hear th in; first or then, things or take, Tuesday or Thursday,
thoughts or dream, nice or that, think or head.
6. We will read a poem, "This and That: Sound of /th/", at the end of each sentence
I will give the children a chance to name any words that contained the
sound /th/. We will
create a list and count to see which word is named the most in our
book.
7. The children will be given an oral test to assess their
understanding of the correspondence th=/th/.
I will give each child a list of words and that children will be asked
which from two contain the sound /th/.
Reference: Ballad, Peg “This and That: The sound of /th/”
<http://www.auburn.edu/rdggenie>
Hart, Mariah. That Thump.
<http://www.auburn.edu/rdggenie/chall/hartbr.html>